Posts Tagged ‘government’

My stomach lurched as I arrived home from work yesterday afternoon. On the doormat was a brown paper envelope from the Inland Revenue addressed to me. It’s never good news – I’m not one of these people to ever get a tax rebate – no – it’s usually because they’ve underestimated how much I owe them or they’re writing to tell me my coding is wrong. (As if it’s my fault).

So imagine my astonishment and delight when, upon opening, the first thing I see in large bold letters are the words: ‘… this is not a demand for payment.’

Relief! Even more delightful, the tax office with its new tax-payer-friendly approach is sending out Annual Tax Summaries. Whoop-de-do!  I have my very own, no expenses spared ‘personalised summary,’ presented in a beautiful two page multi-colour document, outlining the ways in which the tax I pay each year is spent. On one side there’s a column of figures detailing exactly how much of my payment goes where and on the other, a stripy pie chart where I can see at a glance the proportions to which the government in its wisdom has shared out my tax and National Insurance Contributions to the greater good. Or not.


Well, it’s not wise. Just look at the sections. Pretty much a quarter on Welfare; roughly a fifth on Health; a measly little slither for the Culture and Environment segments.  I made myself a cup of tea and got the calculator out. I began working out percentages, which for me is no mean feat, I can tell you.

I don’t really want 24.6% of my contributions to go on Welfare while I’m only paying 1.6% to sports, libraries and museums; I don’t want them to contribute at all to housing and utilities (e.g. street lighting – their example) because I thought that’s what we paid our extortionate council taxes for. I would prefer for them to shove a bit more towards Business and Industry (currently only 2.7%) in the hope that this will provide more training and apprenticeship opportunities to get people off benefits and into work, thereby lessening some of the Welfare need.

But what I really, really do not want is to contribute 2% to Government Administration so they can send me out an Annual Tax Summary. What a waste of time and resources. It’s not as if it’s going to change anything, is it?

Or perhaps it might. In light of the result of this week’s by-election, won by the suitably monickered Mr Reckless (can you believe it – it’s like playing Happy Families) and bearing in mind there is a general election looming next year I’m not sure that these summaries, being sent out to every tax payer in the country was the wisest move. Political feeling in the country is running higher than it has done for decades. Mr Reckless’ party must be rubbing its hands with glee. Sending hard-working folk palpable evidence of government spending is like handing out touch papers.

Stand well back. The times they are a-changing.

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As I feel the need to stand on my soap box and get something off my chest this week I apologise in advance for  my work-related rant and won’t be at all offended should you wish to click away now…

picture courtesy of Anxiety UK

picture courtesy of Anxiety UK

So, two weeks back into term time and already I have signed a petition to remove the Secretary of State for Education. I don’t add my name to anything lightly but I really do think it’s time for Gove to go. His unrealistic and ever changing demands on teachers is creating an exhausted, de-motivated and de-moralised staffroom; the delivery of our national curriculum with its incessant assessing puts unnecessary pressure on students, creating stressed and apathetic pupils. Do children actually enjoy school these days? Ask a few – I did – and they looked at me as if I’m barmy. As far as many of them are concerned, it’s a place to meet their friends – what goes on in classes is just a damn nuisance.

To maintain league table positions, schools have to chase grades. Targets are imposed on students and it is up to the staff to make sure these targets are met, never mind the anxiety felt by hard working children who aspire to, but sometimes fall short of, their aspirational targets. The government recently implemented performance related pay for teachers. In any other profession or line of work (except perhaps the front line of the health service) I’d say this is more than acceptable – in the corporate world it is probably essential. But teaching?  Where we are dealing with the lives and minds of young people? I don’t think so.

Some kids, however hard they work, however much they try, however much guidance they receive from dedicated teachers just aren’t going to reach that magical A-C banding which means that staff, not fulfilling their quota of ‘passes’ will find their pay packets lacking. This system is just crying out to be abused by unscrupulous heads of department who could cream off top students for their own classrooms thus ensuring a constant flow of suitable, remunerative grades.

A-C grades at GCSE (exams taken at age 16) are the keys to moving onto further education and eventually university. Grades convert to points which in turn, convert to cash for funding. It is not unusual nowadays for many top level students to achieve ten A or A* grades at GCSE, which is great for the students and for the school coffers but how does this happen? Are that many students good at everything? In my dim and distant past people generally leant towards either maths/science or English and the arts with only the odd few who were more than competent at everything. What can this possibly mean? Are we breeding a race of super students now who are as good at creative writing and art as they are maths and physics? Who can turn their hands to practical subjects and still be ace at computing and chemistry? No of course we aren’t. Our national curriculum is tailored to ensure that kids jump through hoops with the drained direction of their dedicated teachers.

When they’re not taking exams, pupils are being constantly assessed. I’m sure this has always been the case – just not so obviously to the students as it is now. The students are shown a framework for success criteria and in some cases, the mark scheme, before they even open a book and assessments are churned out in every year group, from ages 11-16, sometimes as close together as one every three weeks in one subject alone. Multiply that by the number of subjects on the timetable and you have one hell of a lot of assessments not to mention BORING BORING BORING.

To what end? Where’s the learning? More importantly, as far as I’m concerned, where’s the fun? It seems to me that we are only teaching them to pass a test, to excel in assessments and that any actual knowledge they may acquire is a happy additional benefit. I wonder if this is all a government ploy to create a generation of analysts… because that’s what they are learning – to analyse, not to create. Short sighted, in my opinion. Eventually, without creators, there will be nothing left to analyse. Rather like when our government got rid of all the manufacturing industries. They really don’t think things through, do they?

During my schooldays which, incidentally, I loved, we were afforded the opportunity (and the time), in English classes, to spend whole lessons discussing books plays and poems around set texts. We were taught to love Shakespeare and poetry before we had to start picking it to bits: we were given a lifelong love of literature which is why I get so exasperated with our older students who think that reading seven novels about an irritating little bespectacled wizard is sufficient recreational reading material for a potential A* student. (I ranted controversially once before about Harry Potter, which you can read here if you’re interested).

My Art lessons were peppered with visits to galleries and History to museums while Geography offered field trips which included wading around in the River Dart and getting lost on an unknown fell in the Lake District. We survived without need for all the health and safety legislation required now to take groups of students anywhere remotely interesting.

(Actually a colleague and I did manage to evade the red tape once and take a group of our students to the theatre. This trip is probably worth a post in its own right, as it turned out).

I know things have moved on substantially since I was at school – of course they have and facilities these days are fantastic. Just what is the point of it all if the learning is secondary to the testing? I wonder if, a few years down the line, our students will remember anything about their schooling or whether their memories will be of one long assessment – and how sad if that is the case.

Hopefully equilibrium will be restored next week but in the meantime, should you feel inclined to sign the Remove Gove from Office petition, you can do so here and if you’d like to read my poem on ‘Free Range Children,’ just click here.

Phew, that feels better…

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